C G DET Handbook

QU ALIF ICAT ION H AN D B OOK
Level 5 Diploma in
Education and Training
(6502-51/52)
November 2013 Version 0.3
Qualification at a glance
Subject area
Teaching and Learning
City & Guilds number
6502
Age group approved
19+
Entry Requirements
Candidates should be qualified/

experienced in the subject they intend to
teach, have access to 100 teaching
practice hours and possess reasonable
levels of language, literacy and numeracy.
All trainee teachers joining this
qualification programme should
undertake an initial assessment of skills in
English, mathematics and ICT. They
should record their development needs
and agree an action plan to address them.
If joining the qualification programme
having already completed a recent initial
assessment, their record of development
needs and previous action to address
them should be reviewed.
Assessment
The qualification will be assessed by a

combination of assignments and
observation of teaching or training.
Simulation of teaching (micro-teaching) is
not permitted for this qualification.
Suggested assessment activities are
provided in the form of example
assignments in an assessment pack,
available on the City & Guilds website.
www.cityandguilds.com
The example assignments in the
assessment pack are not compulsory, but
are offered to centres in an attempt to
ensure that learners meet all assessment
criteria. The assessment pack is
accompanied by an answer pack,
containing model answers for the
example assignments.
Fast track
Available
Support materials
Qualification handbook
Assessment pack
Answer pack
Smartscreen
Qualification textbook
Registration and
certification
Consult the Walled Garden/Online

Catalogue for last dates
City & Guilds Level 4 Certificate in Education and Training (6502)
Title and level
City & Guilds

number
6502-51
Accreditation
number
601/0254/8
Level 5 Diploma in Education and

Training (E&T, TAQA and L&D units)
6250-52
601/0254/8

Training (E&T, TAQA and L&D unit
route)
6250-95
601/0254/8

Training (E&T units only)
Contents
1
2
4
5
Introduction
Structure
Centre requirements
Approval
5
9
13
13
Resource requirements
Delivering the qualification
Initial assessment and induction
14
16
16
Support materials
16
Recording documents
Assessment
Assessment strategy
Units
18
19
20
23
Unit 426
Teaching, learning and assessment in education and

training
25
Unit 501
Developing teaching, learning and assessment in

education and training
31
Unit 502
Theories, principles and models in education and

training
35
Unit 503
Wider professional practice and development in

38
Appendix 1
Requirements for delivering and assessing Learning

and Development units
42
Appendix 2
Requirements for delivering and assessing subject

specialist units
45
Appendix 3
Relationships to other qualifications
46
Appendix 4
Sources of general information
47
Introduction
This document provides detailed information about the mandatory

units and generic information about the optional units. This
information will support organisations to develop their qualification
programme. See the 6502 Level 4 and 5 unit pack for detailed information
about the optional units.
The Level 5 Diploma in Education and Training is a teaching qualification
which has a teaching/training practice requirement. It is an in service
qualification designed for those working or wishing to work as
teachers/trainers in England. It may be possible for pre-service
teachers/trainers (defined as those who are not formally contracted as
teachers/trainers) to also complete this qualification. All candidates,
whether pre-service or in-service must have access to 100 hours of
teaching.
Candidates who successfully complete this qualification will take an
analytical and practical approach to all aspects of planning, delivering and
assessing inclusive teaching and learning. Whilst doing this, candidates
will embed theories and principles in education and training and
demonstrate them in their practice.
Candidates will also carry out research into professionalism in education
and training policies and consider their impact on their role and their
accountability as a teacher/trainer.
Candidates will also have the opportunity to contribute to quality
improvement and quality assurance within their own organisation.
Area
Description
Who is the
qualification for?
For candidates who work or who want to work as

teachers/trainers in the further education and skills
sector.
For candidates who are not in a teaching/training
role or who have just started a teaching/training role.
For teachers/trainers who are seeking career
progression in their area of work,
For candidates who have already achieved some
Learning and Development units that can be carried
forward into this qualification.
For candidates who are assessors and wish to
achieve a teaching/training qualification.
For candidates who have completed the City and
Guilds Award in Education and Training, or Award in
Preparing to Teach in the Lifelong Learning Sector
and wish to progress
Guilds Level 4 Certificate in Education and Training or
the Level 4 Certificate in Teaching in the Lifelong
Learning Sector, and wish to progress.
Guilds Trainer skills or introduction to training
qualifications (7300,1103-01 or 6258)
What does the

qualification cover?
The qualification covers the knowledge and skills

required by teachers/trainers in the further
education and skills sector, such as:
Teaching, learning and assessment in education and
training
Developing teaching learning and assessment in
Theories, principles and models of education and
training
Wider professional practice and development in
Is the qualification
part of a framework or
initiative?
The qualification is in the Qualifications and Credit

Framework (QCF) and is a teaching qualification. The
qualification is not part of the apprenticeship
framework.
Who did we develop

the qualification with?
The qualifications were developed with The Learning

and Skills Improvement Service (LSIS).
What opportunities
for progression are
there?
The qualification allows candidates to progress into

employment as teachers/trainers or to the following
City & Guilds qualifications:
9200 Professional recognition qualifications
6503 Level 5 Diplomas in specialist teaching
Key features of the Level 5 Diploma in Education and Training

The Level 5 Diploma in Education and Training is a teaching qualification
which extends into investigation and research into current practice,
theories and models relating to education and training. Throughout the
programme, candidates will demonstrate their ability to transfer the
findings of their research into their own practice.
The 2013 suite of qualifications in Education and Training are not nested.
There are four mandatory units within this qualification which account for
75 credits. One of the mandatory units unit 426 covers the content of
the mandatory units in the Level 4 Certificate in Education and Training.
There is no requirement to complete this unit if a candidate has
successfully completed the Level 4 Certificate in Education and Training.
There is no requirement for candidates to have completed the Level 3
Award in Education and Training or the Level 4 Certificate in Education
and Training before commencing this qualification.
All of the mandatory units are Education and Training Units. The optional
units are made up of Education and Training units and Learning and
Development (L and D) units., If Learning and Development units are
selected, they must be delivered and assessed in accordance with the
assessment strategy for those qualifications (Appendix 1 6317/8 and
Appendix 2 6255 strategy needs adding as appendix 2). Centres wishing
to deliver the Learning and Development optional units must ensure they
have approval for all qualifications 6502 and 6317/8.
Within the generic Level 5 Diploma in Education and Training, candidates
have the opportunity of adding some of the specialist knowledge only
units as option units. If any of the specialist knowledge option units are
selected, they must be delivered and assessed in accordance with the
assessment strategy for the specialist units (see appendix 2)
Within the Level 5 Diploma in Education and Training there is also the
opportunity for candidates to complete a specialist pathway diploma.
This route consists of the first four generic mandatory units (75 credits)
being completed in the candidates vocational area, and then completing
all three specialist option units from one of the stand alone specialist
diplomas. This pathway supports dual professionalism.
Details of the 6503 Level 5 Specialist Diplomas in teaching can be found

on the City & Guilds website. Qualifications available;
Title and level
City & Guilds

number
6503-51
Accreditation
number
601/0873/3
Level 5 Diploma in Teaching

Mathematics: Numeracy
6503-52
601/0876/9
Level 5 Diploma in Teaching English:

ESOL
6503-53
601/0874/5

Literacy and ESOL
6503-54
601/0875/7
Level 5 Diploma in Teaching

Disabled Learners
6503-55
601/0877/0

Literacy
There is a requirement for a minimum of 100 hours teaching/training

practice and a minimum of eight teaching/training practice observations,
which must reach the required standard of practice.
Observations must be linked to the following mandatory units:
Teaching Learning and Assessment (Level 4)
Developing Teaching, Learning and Assessment (Level 5)
To be eligible for the award of credit for any one of the above units, a
candidate must be able to provide evidence of a minimum of two
assessed observations of practice that meets the required standard of
practice. To be eligible for the award of credit for both units, a candidate
must be able to provide evidence of a minimum of eight assessed
observations of practice that meet the required standard of practice. The
details of the required standard of practice are in section 4 of this
document.
Within some of the option units there is a requirement for assessed
observations of practice. Any observations linked to option units are in
addition to the required observations linked to the mandatory units.
The achievement of the unit Theories, principles and models in education
and training is a pre-requisite for the unit Developing teaching, learning
and assessment in education and training.
There is no transfer of practice, including observed and assessed
practice, from a previously achieved Level 3 Award in Education and
Training.
For the Level 5 unit Developing teaching, learning and assessment in
education and training, there is no transfer of practice or of observed and
assessed practice hours from previously achieved teaching or training
qualifications.
Candidates who have achieved the Level 4 Certificate in Education and
Training can transfer twenty hours of practice and two hours of observed
and assessed practice towards the practice requirements of the Level 5
Diploma in Education and Training.
Structure
To achieve the Level 5 Diploma in Education and Training, candidates
must achieve a minimum of 120 credits;
75 credits must be achieved from the mandatory units in group A
Plus a minimum of 45 credits from optional units in group B
A minimum of 61 credits must be at Level 5 (therefore a minimum of 6
optional credits must be achieved at level 5)
Unit
accreditati
on number
City &
Guilds
unit
number
Unit title
Credit
value
GLH
Unit
Level
Mandatory Group A
H/505/0912
426
Teaching, learning and

assessment in
20
65
R/505/0923
501
Developing teaching,
learning and
assessment in
20
65
A/505/0818
502
Theories, principles and 20

models in education
and training
60
J/505/0837
503
Wider professional
practice and
development in
15
50
Develop and prepare

resources for learning
and development
Develop learning and
development
programmes
Engage with employers
to facilitate workforce
development
Identify the learning
needs of organisations
Internally assure the
quality of assessment
Manage learning and
development in groups
Understanding the
principles and practices
of externally assuring
the quality of
assessment
25
30
30
30
45
30
45
Optional Group B
A/502/9547
(L and D Unit)
405
M/502/9545
(L and D unit)
406
D/502/9556
(L and D unit)
407
H/502/9543
(L and D Unit)
A/601/5321
(L and D Unit)
A/502/9550
(L and D unit)
F/601/5322
(L and D Unit)
408
409
410
411
10
T/601/5320
(L and D Unit)
412
M/505/1089
413
Y/503/5310
414
Y/503/5789
K/505/1091
415
416
L/503/5384
J/505/0188
417
418
L/505/0189
419
T/505/1093
420
L/504/0231
421
R/504/0229
422
J/505/1096
423
Y/505/1099
424
M/503/5376
504
T/503/5380
H/505/1090
505
506
M/505/3912
507
L/505/0791
(Specialist
knowledge
only unit)
J/505/0790
(Specialist
knowledge
only unit)
L/505/0774
(Specialist
knowledge
only unit)
Y/505/0776
(Specialist
knowledge
only unit)
508
Understanding the
principles and practices
of internally assuring
the quality of
assessment
Delivering
employability skills
Effective partnership
working in the teaching
and learning context
Equality and diversity
Evaluating learning
programmes
Inclusive practice
Preparing for the
coaching role
Preparing for the
mentoring role
Preparing for the
personal tutoring role
Principles and practice
of lip-reading teaching
Specialist delivery
techniques and
activities
Teaching in a specialist
area
Understanding and
managing behaviours
in a learning
environment
Action learning to
support development
of specific pedagogy
Action research
Developing, using and
organising resources in
a specialist area
Managing behaviours
in a learning
environment
Literacy and ESOL and
the learners
45
20
15
50
6
3
25
15
4
4
15
3
50
15
4
4
15
15
12
48
30
15
50
20
15
50
15
15
50
50
5
5
20
20
60
509
Literacy and ESOL

theories and
frameworks
20
60
510
Literacy and the

learners
15
40
511
Literacy, ESOL and the

learners
15
40
J/505/0773
(Specialist
knowledge
only unit)
F/505/0786
(Specialist
knowledge
only unit)
A/505/0785
(Specialist
knowledge
only unit)
J/505/0756
(Specialist
knowledge
only unit)
Y/505/0759
(Specialist
knowledge
only unit)
K/505/0765
(Specialist
knowledge
only unit)
H/505/0764
(Specialist
knowledge
only unit)
512
Literacy theories and

frameworks
15
40
513
ESOL and the learners
15
40
514
ESOL theories and

frameworks
15
40
515
Action learning for

teaching in a specialist
area of disability
15
40
516
Understanding theories
and frameworks for
teaching disabled
learners
Numeracy and the
learners
15
40
15
40
Numeracy knowledge
and understanding
15
40
517
518
NB - Optional units that have special requirements for delivery are

highlighted in blue.
Key
Abbreviation
L and D
ELLT
MNT
Meaning
Learning and Development
English Language and Literature Teaching
Mathematics and Numeracy Teaching
11
Diagram
12
Centre requirements
Approval
If your Centre is approved to offer the qualification Level 5 Diploma in
teaching in the Lifelong Learning Sector 6305-01 you can apply for
approval to offer the Level 5 Diploma in Education and Training 6502-51
using the fast track approval form, available from the City & Guilds
website.
If your centre is approved to offer the qualification Level 5 Diploma in
Teaching in the Lifelong Learning Sector 6305-02 you can apply for
approval to offer the Level 5 Diploma in Education and Training 6302-51,
52 and 95 using the fast track application form from the City and Guilds
website.
However, if you only have approval for the Level 5 Diploma in Teaching in
the Lifelong Learning Sector 6305-01 or 6305-02 and wish to offer the
Level 5 Diploma in Education and Training including the specialist
knowledge only option units 508-518 inclusive, please contact your local
office to obtain advice about approval as there are particular
requirements relating to delivery, assessment, internal and external
quality assurance of these units.
Centres should use the fast track form if:
there have been no changes to the way the qualifications are
delivered, and
they meet all of the approval criteria in the fast track form guidance
notes.
Fast track approval is available for 12 months from the launch of the
qualification. After 12 months, the Centre will have to go through the
standard Qualification Approval Process. The centre is responsible for
checking that fast track approval is still current at the time of application.
NB: Fast Track approval will be granted on a registrations only basis.
Direct Claim Status will be achieved following satisfactory sampling by the
Qualification Consultant.
Depending on which complexes and option units a centre wishes to offer,
approval to offer additional qualifications 6317, 6318, may apply.
To offer this qualification, new centres will need to gain both centre and
qualification approval. Please refer to the Centre Manual - Supporting
Customer Excellence for further information.
Centre staff should familiarise themselves with the structure, content and
assessment requirements of the qualifications before designing a course
programme.
13
Resource requirements
Centre staffing
All those delivering units and/or observing and assessing practice for the
Level 5 Diploma in
Education and Training must have all of the following:
a teaching qualification equivalent to QCF Level 5 or above;
evidence of relevant teaching experience in an education or
training context;
access to appropriate guidance and support; and
on-going participation in related programme quality assurance
processes.
There are additional requirements for those who deliver and assess the
optional specialist knowledge only units and the Learning and
Development units.
Information about the assessment and quality assurance strategies and
centre staffing for the specialist knowledge only units and the Learning
and Development units and the can be found in appendix 2.
Centre staff may undertake more than one role, eg tutor and assessor or
internal quality assurer, but cannot internally verify their own
assessments.
Assessors and Internal Quality Assurer

Assessor/Internal Quality Assurer TAQA qualifications are valued as
qualifications for centre staff, but they are not currently a requirement for
the qualification.
Continuing professional development (CPD)

Centres must support their staff to ensure that they have current
knowledge of the occupational area, that delivery, mentoring, training,
assessment and verification is in line with best practice, and that it takes
account of any national or legislative developments.
CPD records of all staff members must be available for external quality
assurance
Learner entry requirements

Candidates must be considering a subject for delivery and be aiming to
achieve / or have achieved a qualification and/or have experience in their
subject/skill at the appropriate level.
In addition, the nature of both the learning and assessment required for
the qualification is such that candidates should have the ability to manage
the requirements of the level of the qualification they are taking, read and
interpret written tasks, and write answers in a legible and understandable
form. Evidence of this should be recorded as part of their initial
assessment. Candidates will also need to be able to organise written
information clearly and coherently.
14
All candidates should undertake an initial assessment of skills in English,

mathematics and ICT. They should record their development needs and,
where applicable, agree an action plan to address them. If candidates
undertake this qualification having already undertaken an initial
assessment of English, mathematics and ICT skills, the record of their
development needs and any previous action plan to address them should
be reviewed and updated as required.
City & Guilds does not set any other entry requirements for this
qualification. However, centres must ensure that candidates have the
potential and opportunity to achieve the qualification. Centres must
provide adequate information and advice so that candidates are aware of
the function of the Level 5 Diploma in Education and training and potential
progression routes.
Age restrictions
City & Guilds cannot accept any registrations for learners under 19 as this
qualification is not approved for under 19s.
Other legal considerations
Candidates and centres should be aware of and comply with regulations
and/or requirements affecting those who deal with children, young
people and vulnerable adults.
15
Delivering the qualification
Initial assessment and induction

An initial assessment of each learner should be made before the start of
their programme to identify:
if the learner has any specific training needs,
support and guidance they may need when working towards their
qualification.
any units they have already completed, or credit they have
accumulated which is relevant to the qualification.
the appropriate type and level of qualification.
We recommend that centres provide an induction programme so the
learner fully understands the requirements of the qualification, their
responsibilities as a learner, and the responsibilities of the centre. This
information can be recorded on a learning contract.
Support materials
The following resources are available for this qualification:
16
Description
How to access
Example Assignments
In Assessment Pack to be found on

the City & Guilds website
Model answers/grading criteria

for example assignments
In the Answer Pack to be found on the

City & Guilds website
Forms for centres
In the Forms form Centres Pack to be

found on the City & Guilds website
www.cityandguilds,com
Smartscreen
SmartScreen.co.uk provides online

support for tutors, assessors and
learners of City & Guilds
qualifications. High quality support
materials provide complementary
support to the entire teaching and
learning experience. You can
subscribe from the Walled Garden,
call us on 0844 543 0000 or email
your order to
directsales@cityandguilds.com.
Qualification Textbooks
The City & Guilds Textbook: Level 3

Diploma in Education and Training
(available December 2013)
The City & Guilds Guide to Practical
Assurance
Textbooks can be accessed from the
Walled Garden, call us on 0844 543
0000 or email your order to
directsales@cityandguilds.com
6317 Levels 3 Award and
Certificate in Assessment and
Quality Assurance

www.cityandguilds.com enter
6317 in the search box on the right
hand side of the page.
6318Level 3 and 4Award and

Certificate in Learning and
Development

www.cityandguilds.com enter 6318
in the search box on the right hand
side of the page.
Description
How to access
Example Assignments
In Assessment Pack to be found on

the City & Guilds website
Model answers/grading criteria

for example assignments
In the Answer Pack to be found on the

6502 Level 5 forms pack

Evidence requirements
It is anticipated that candidates will provide evidence that they have met
the criteria in a number of ways, and should include:
Assignments - to evidence the knowledge based assessment criteria
(either from the Assessment Pack provided or centre devised
assignments which have been approved by the centres Qualification
Consultant)
Practice requirements - There is a requirement for a minimum of 100
hours of practice for this qualification. There is a requirement to evidence
working with groups of learners to achieve this qualification. Practice
must be in a teaching and learning environment. See further guidance on
observed and assessed practice in section 4,
Observation requirements - Observations should be appropriately
spaced throughout the whole programme and take into account the stage
of a candidates progress. As stated above, there is a requirement for a
minimum of eight observations of practice. The eight observations must
be linked to the following mandatory units:
Teaching, learning and assessment in education and training
Developing teaching, learning and assessment in education and
training
Note that, to be eligible for the award of credit for either of the above two
units, a candidate must be able to provide evidence of a minimum of two
assessed observations of practice that meet the required standard of
practice. To be eligible for the award of credit for both units, a candidate
must be able to provide evidence of a minimum of eight assessed
observations of practice that meet the required standard of practice.
There are additional practice requirements, including observed and
assessed practice, for some
17
option units that belong to the Education and Training suite and Learning
and Development units . These requirements are in addition to the
observed and assessed practice requirements identified above for the
mandatory units and are summarised in the separate guidance document
Please put in link for optional units here
Blended learning is permitted, provided the centre can evidence that all
aspects of the programme have been carefully planned; that sufficient,
appropriate resources are available to support the candidates, and their
Qualification Consultant has approved the programme.
Distance learning is unlikely to provide opportunities for modelling of
techniques and interaction with other candidates.
Recording documents
Candidates and centres may decide to use a paper-based or electronic
method of recording evidence.
City & Guilds endorses several ePortfolio systems, including our own,
Learning Assistant, an easy-to-use and secure online tool to support and
evidence learners progress towards achieving qualifications. Further
details are available at: www.cityandguilds.com/eportfolios.
City & Guilds has developed a set of recording forms including examples
of completed forms, for new and existing centres to use as appropriate.
Recording forms are available on the City & Guilds website.
Although it is anticipated that centres will use these forms, centres may
devise or customise alternative forms, which must be approved for use by
the qualification consultant, before they are used by learners and
assessors at the centre. Amendable (MS Word) versions of the forms are
available on the City & Guilds website
18
Assessment
City & Guilds has provided the following resources more information is
available on the City & Guilds website. Examples of assignments and
answer packs for units 426, 501, 502, 503 and a number of option units.
The example assignment answer guide is password protected The
password is available via the Walled Garden.
Centres may also develop their own assignments providing they enable
the candidates to meet all assessment criteria. Any assignments
developed by a centre must be presented to their Qualification Consultant
for approval prior to delivery. Please refer to the assessment pack on the
City & Guilds website for additional information.
Unit
Title
Assessment method
Where to obtain
assessment
materials
501
Developing
teaching,
learning and
assessment in
education and
training
Assignment set by City and

Guilds delivered and marked
by the tutor/assessor, or
centre devised assignment,
along with observation
reports and product
evidence located in the
teaching practice portfolio,
externally quality assured by
City and Guilds
City and Guilds

Walled Garden for
passwords
426
Teaching,
learning and
assessment in
education and
training
Assignment set by City and

Guilds delivered and marked
along with observation
reports and product
evidence located in the
teaching practice portfolio,
externally quality assured by
City and Guilds
City and Guilds

Walled Garden for
passwords
502
Theories,
principles and
models in
education and
training
Assignment - set by City &

Guilds, delivered and marked
will be externally quality
assured by City & Guilds
City and Guilds

Walled Garden for
passwords
19
Unit
Title
Assessment method
Where to obtain
assessment
materials
503
Wider
professional
practice and
development
in education
and training
Assignment - set by City &

Guilds, delivered and marked
will be externally quality
assured by City & Guilds
City and Guilds

Walled Garden for
passwords
Time constraints
Candidates must be registered with City & Guilds as close to the
beginning of the programme as possible. They must finish their
assessments within their period of registration and as close to the final
delivery session as possible.
Assessment strategy
When planning the programme, the selected units can be delivered as
stand alone units, or holistically across the qualification. However, if the
units are delivered holistically, centres must assess each unit individually.
This is to ensure that, should a candidate leave the programme prior to
completing the full qualification, the centre will be able to certificate the
units that have been completed
All units selected must be assessed to ensure that all assessment criteria
have been met individually by each candidate.
Candidates must build a portfolio of evidence which:
enables each unit to be assessed independently
enables centres to claim any completed individual units if a candidate
withdraws from the programme before completing the whole
qualification.
evidences that candidates have taken part in a minimum of 100 hours of
practice and eight hours of observed and assessed practice which meet
the required standard of practice.
There are additional observed and assessed practice requirements for
some optional units that belong to the Education and Training suite and
the Learning and Development suite. These requirements are in addition
to the observed and assessed practice requirements identified above for
the mandatory units and are summarised in the separate guidance
document.
Observation of practice required standard of practice
Observations of trainee teachers/trainers must be graded in accordance
with the Ofsted guidelines. Assessed observations of practice should be
appropriately spaced throughout the whole programme and take into
account a trainee teacher/trainers progress. Trainee teachers/trainers
will therefore be observed at different stages in their development during
the programme. It is recognised that in the early stages of their
development, some trainee teachers/trainers may not yet demonstrate
the characteristics of good practice (grade 2). As indicated in section 3.1,
20
The Initial Teacher Education inspection (ITE) handbook (Ofsted, 2012)

states that, for outcomes for trainee teachers/trainers to be judged as at a
good level (grade 2), much of their teaching should be good, with
examples of outstanding teaching. It is recommended that all trainee
teachers/trainers should be required to achieve a good standard of
teaching by the end of their programme.
Any assessed observations of practice demonstrating the characteristics
of inadequate practice (grade 4) identified in section 3.1 of the Ofsted
guidelines should not be included in the total number of assessed
observations of practice required for any individual qualification.
However, providers should record these observations and provide
detailed developmental feedback to trainee teachers/trainers.
It is important that all records of assessed observations of practice
demonstrating the characteristics of all grades (1 to 4) identified in section
3.1 of the Ofsted guidelines be retained. This will enable those observing
and assessing practice to identify developmental points from previous
observations, and to monitor trainee teachers progress towards meeting
developmental points and achieving a good standard of practice (grade 2)
by the end of their programme.
For the Level 5 Diploma in Education and Training, at least four hours of
observed and assessed practice in observations linked to the mandatory
units should demonstrate grade 2 characteristics.
For further details of the LSIS research and documented
recommendations, please access the following
LSIS link http://www.excellencegateway.org.uk/node/27406
As it is now a requirement for observations of assessed practice to be
graded in line with the Ofsted framework, centres are advised to ensure
that observation reports evidence specifically how candidates have met
the assessment criteria. In order to support both observers and
candidates a comprehensive observation report form should be used,
which is linked to the Ofsted grading criteria and the assessment criteria
of the qualification.
City and Guilds have provided an example for in the forms pack available
from the City and Guilds website.
Recognition of prior learning (RPL)

Recognition of prior learning means using a persons previous experience
or qualifications which have already been achieved to contribute to a new
qualification. City and Guilds have produced guidelines for this which can
be downloaded from the website.
Level descriptors
At level 5, candidates need to demonstrate in their assessments a depth
of knowledge and understanding appropriate to that level. This should be
reflected in:
A critical reflection of the relationship between theory/principles
and practice
21
A considered and targeted approach to reading and research

Clear evidence of substantial reading including professional
publications,
An academic style of writing, in which a recognised system of
referencing is followed, the Harvard system is recommended.
Writing should be concise and candidates should provide
evidence of careful planning.
Candidate assignments should be word processed. Where this is not
possible, guidance should be sought from City and Guilds policy
document Access to Assessment available to download from the website.
22
Units
Availability of units
Below is a list of the learning outcomes for the mandatory units
Information about the Optional units can be found in the6502 Level 4 &
Level 5 Optional Unit Pack which can be downloaded from
Unit 426 Teaching, learning and assessment in in education and
training
(8 learning outcomes)
Understand roles, responsibilities and relationships in education
and training
Be able to use initial and diagnostic assessment to agree
individual learning goals with learners
Be able to plan inclusive teaching and learning
Be able to create and maintain a safe, inclusive teaching and
learning environment
Be able to deliver inclusive teaching and learning
Be able to assess learning in education and training
Be able to implement expectations of the minimum core in
planning, delivering and assessing inclusive teaching and learning
Be able to evaluate own practice in planning, delivering and
assessing inclusive teaching and learning
Unit 501 Develop teaching, learning and assessment in education
and training
Be able to investigate practice in own area of specialism
Be able to apply theories, principles and models of learning,
communication and assessment to planning inclusive teaching
and learning
Be able to apply theories of behaviour management to creating
and maintaining a safe, inclusive teaching and learning
environment
Be able to apply theories, principles and models of learning and
communication to delivering inclusive teaching and learning
Be able to apply theories, models and principles of assessment to
assessing learning in education and training
Be able to implement expectations of the minimum core in
planning, delivering and assessing inclusive teaching and learning
Be able to apply theories and models of reflection and evaluation
to the evaluation of own practices in planning, delivering and
assessing inclusive teaching and learning.
23
Unit 502 Theories, principles and models in education and training

Understand the application of theories, principles and models of
learning in education and training
communication in education and training
assessment in education and training
Understand the application of theories and models of curriculum
development within own specialism
Understand the application of theories and models of reflection
and evaluation to reviewing own practice.
Unit 503 Wider professional practice and development in
(5 outcomes)
Understand professionalism and the influence of professional
values in education and training
Understand the policy context of education and training
Understand the impact of accountability to stakeholders and
external bodies on education and training
Understand the organisational context of education and training
Be able to contribute to the quality improvement and quality
assurance arrangements of own organisation.
Structure of units
These units each have the following:
City & Guilds reference number
unit accreditation number (UAN)
title
level
credit value
guided learning hours
unit aim
relationship to NOS, other qualifications and frameworks
endorsement by a sector or other appropriate body
information on assessment
learning outcomes which are comprised of a number of assessment
criteria
notes for guidance.
NB this document contains content of the mandatory units only.
Content of the optional units can be found in the 6502 Level 4 & 5
Optional Unit Pack which can be downloaded from
24
Unit 426

assessment in education and
training
UAN:
H/505/0912
Level:
Credit value:
20
GLH:
65
Relationship to NOS:
This unit is underpinned by the overarching

professional standards for teachers, tutors
and trainers in the lifelong learning sector.
Endorsement by a
sector or regulatory
body:
Learning and Skills Improvement Service

(LSIS)
Aim:
The purpose of the unit is to provide the

learner with knowledge, understanding and
skills relating to teaching, learning and
assessment in education and training. It
includes understanding the role and
responsibilities of a teacher in education and
training, agreeing individual learning goals
and planning, delivering and assessing
inclusive teaching and learning. It involves
creating and maintaining an inclusive
learning environment and evaluating own
practice. It covers expectations in relation to
the minimum core in teaching, learning and
assessment.
Learning outcome
The learner will:
1. understand roles, responsibilities and relationships in education and
training.
Assessment criteria
The learner can:
1.1 analyse own role and responsibilities in education and training
1.2 summarise key aspects of legislation, regulatory requirements and
codes of practice relating to own role and responsibilities
1.3 analyse the relationships and boundaries between the teaching role
and other professional roles
1.4 describe points of referral to meet the needs of learners.
25
Learning outcome
The learner will:
2. Be able to use initial and diagnostic assessment to agree individual
learning goals with learners
Assessment criteria
The learner can:
2.1 explain why it is important to identify and meet the individual needs
of learners
2.2 analyse the role and use of initial and diagnostic assessment in
agreeing individual learning goals
2.3 use methods of initial and diagnostic assessment to agree
individual learning goals with learners
2.4 record learners Individual learning goals.
Learning outcome
The learner will:
3. Be able to plan inclusive teaching and learning
Assessment criteria
The learner can:
3.1 devise a scheme of work in accordance with internal and external
requirements
3.2 design teaching and learning plans which respond to:
a. the individual goals and needs of all learners; and
b. curriculum requirements
3.3 explain how own planning meets the individual needs of learners
3.4 explain ways in which teaching and learning plans can be adapted
to meet the individual needs of learners
3.5 identify opportunities for learners to provide feedback to inform
inclusive practice.
Learning outcome
The learner will:
4. Be able to create and maintain a safe, inclusive teaching and learning
environment
Assessment criteria
The learner can:
4.1 explain why it is important to promote appropriate behaviour and
respect for others
4.2 explain ways to promote equality and value diversity
4.3 establish and sustain a safe, inclusive learning environment.
Learning outcome
The learner will:
5. Be able to deliver inclusive teaching and learning
Assessment criteria
The learner can:
5.1 analyse the effectiveness of teaching and learning approaches
used in own area of specialism in relation to meeting the
26
5.2
5.3
5.4
5.5
5.6
5.7
individual needs of learners

analyse benefits and limitations of communication methods and
media used in own area of specialism
analyse the effectiveness of resources used in own area of
specialism in relation to meeting the individual needs of learners
use inclusive teaching and learning approaches and resources,
including technologies, to meet the individual needs of learners
demonstrate ways to promote equality and value diversity in own
teaching
adapt teaching and learning approaches and resources, including
technologies, to meet the individual needs of learners
communicate with learners and learning professionals to meet
individual learning needs
Learning outcome
The learner will:
6. Be able to assess learning in education and training
Assessment criteria
The learner can:
6.1 explain the purposes and types of assessment used in education
and training
6.2 analyse the effectiveness of assessment methods in relation to
meeting the individual needs of learners
6.3 use types and methods of assessment, including peer and selfassessment, to:
a. involve learners in assessment;
b. meet the individual needs of learners;
c. enable learners to produce assessment evidence that is valid,
reliable, sufficient, authentic and current; and
d. meet internal and external assessment requirements
6.4 use questioning and feedback to contribute to the assessment
process
6.5 record the outcomes of assessments to meet internal and
external requirements
6.6 communicate assessment information to other professionals with
an interest in learner achievement.
Learning outcome
The learner will:
7. Be able to implement expectations of the minimum core in planning,
delivering and assessing inclusive teaching and learning
Assessment criteria
The learner can:
7.1 Analyse ways in which minimum core elements can be
demonstrated in planning, delivering and assessing inclusive
teaching and learning
7.2 Apply minimum core elements in planning, delivering and
27
Learning outcome
The learner will:
8. Be able to evaluate own practice in planning, delivering and
Assessment criteria
The learner can:
8.1 review the effectiveness of own practice in planning, delivering
and assessing inclusive teaching and learning taking account of
the views of learners and others
8.2 identify areas for improvement in own practice in planning,
delivering and assessing inclusive teaching and learning.
28
Unit 426

assessment in education and
training
Supporting information
Guidance
In this unit candidates will show the development of their knowledge,
understanding and skills related to teaching, learning and assessment in
education and training. Candidates will investigate the role and
responsibilities of a teacher/trainer, agree individual learning goals and
plan, deliver and assess inclusive teaching and learning. Candidates will
demonstrate that they can create and maintain an inclusive learning
environment, and that they can reflect on and evaluate their own
practice. A key feature of this unit is the application of minimum core
within their skill specific area.
Evidence for this unit must be drawn from a real teaching environment,
and when delivering teaching and learning, candidates must ensure that
they comply with internal processes and external requirements.
Candidates who have successfully completed the Level 4 Certificate in
Education and Training do not need to complete this unit, as the content
is drawn from the mandatory units within that qualification. Evidence of
this should be held in the centre records for External Quality Assurance
purposes.
In order to achieve this unit, there is a requirement to evidence some
practice and a minimum of two hours of assessed observation of practice
that has achieved the required standard of practice. There is more
information in Section 4 of this document Observed and Assessed
Practice.
Observations and practice should run like a thread throughout the
programme and whilst the minimum number of practice hours to achieve
this unit is not specified, it is not possible to achieve this unit without
completing some hours of practice.
Candidates who have previously completed a Level 4 Certificate in
Education and Training or a Level 4 CTLLS qualification can use 20 hours
of practice and two hours of observed and assessed practice towards
meeting the overall practice requirements for this unit.
Candidates should be encouraged to consider their own thoughts about
their delivery, any feedback they receive and information from any
research or written assignments in order to reflect on their own delivery
and how they can improve their practice.
This unit will provide evidence in some form of written assignment to
evidence the knowledge assessment criteria and will also provide some
product evidence which will be lodged in the portfolio of teaching
evidence.
29
30
Unit 501
Developing teaching, learning

and assessment in education
and training
UAN:
R/505/0923
Level:
Credit value:
20
GLH:
65

and trainers in the lifelong learning.
Endorsement by a
body:

(LSIS)
Aim:

learner with knowledge, understanding and
skills relating to developing teaching,
learning and assessment in education and
training. It includes investigating practice in
own area of specialism, applying theories,
principles and models of learning,
communication and assessment in relation
to planning, delivering and assessing
inclusive teaching and learning.
Learning outcome
1. Be able to investigate practice in own area of specialism
Assessment criteria
1.1
1.2
analyse the application of pedagogical principles in own area of

specialism
evaluate the effectiveness of use of creative and innovative
approaches in own area of specialism
Learning outcome
2. Be able to apply theories, principles and models of learning,
communication and assessment to planning inclusive teaching and
learning
Assessment criteria
2.1
2.2
Use initial and diagnostic assessments to agree learners

individual goals and learning preferences
devise a scheme of work taking account of:
a. the needs of learners
b. the delivery model; and
31
2.3
2.4
2.5
c. internal and external requirements

Design teaching and learning plans which take account of:
a. the individual goals, needs and learning preferences of all
learners; and
b. curriculum requirements
identify opportunities for learners and others to provide feedback
to inform inclusive practice
explain how own practice in planning inclusive teaching and
learning has taken account of theories, principles and models of
learning, communication and assessment
Learning outcome
3. Be able to apply theories of behaviour management to creating and
maintaining a safe, inclusive teaching and learning environment
Assessment criteria
3.1
3.2
3.3
analyse theories of behaviour management

establish and sustain a safe, inclusive learning environment
explain how own practice in creating and maintaining a safe,
inclusive teaching and learning environment has taken account of
theories of behaviour management
Learning outcome
4. Be able to apply theories, principles and models of learning and
communication to delivering inclusive teaching and learning
Assessment criteria
4.1 design resources that:
a. actively promote equality and value diversity; and
b. meet the identified needs of specific learners
4.2 demonstrate flexibility and adaptability in the use of inclusive
teaching and learning approaches and resources, including
technologies, to meet the needs of individual learners
4.3 demonstrate ways to promote equality and value diversity in own
teaching
4.4 communicate with learners, learning professionals and others to
meet individual learning needs and encourage progression
4.5 explain how own delivery of inclusive teaching and learning has
taken account of theories, principles and models of learning and
communication
Learning outcome
5. Be able to apply theories, models and principles of assessment to
assessing learning in education and training
Assessment criteria
5.1
5.2
5.3
32
design assessments that meet the individual needs of learners

demonstrate flexibility and adaptability in using types and
methods of assessment to meet individual learning needs and
assessment requirements and assessment requirements
demonstrate the use of assessment data in:
a. monitoring learners achievement, attainment and progress
5.4
5.5
b. setting learners targets

c. planning subsequent sessions; and
d. recording the outcomes of assessment
communicate assessment information to other professionals with
an interest in learner achievement
explain how own assessment practice has taken account of
theories, models and principles of assessment
Learning outcome
6. Be able to implement expectations of the minimum core in planning,
delivering and assessing inclusive teaching and learning
Assessment criteria
6.1
6.2
analyse ways in which minimum core elements can be

demonstrated in planning, delivering and assessing inclusive
teaching and learning
apply minimum core elements in planning, delivering and
Learning outcome
7. Be able to apply theories and models of reflection and evaluation to
the evaluation of own practice in planning, delivering and assessing
inclusive teaching and learning.
Assessment criteria
7.1
7.2
use theories and models of reflection to evaluate the

effectiveness of own practice in planning, delivering and
analyse ways to improve own practice in planning, delivering and
33
Unit 501
Developing teaching, learning

and assessment in education
and training
Guidance
In this unit, candidates will show continued development of their
knowledge, understanding and skills relating to teaching, learning and
assessment in education and training. Candidates will carry out
investigations into practice in their own area of specialism,
communication and assessment. A key feature of this unit is the
transference of knowledge gained through investigation and research
into practice. Candidates will also implement minimum core and apply
theories of behaviour management, creating and maintaining a safe,
inclusive teaching and learning environment.
Evidence for this unit must be drawn from a real teaching environment,
and when delivering teaching and learning, candidates must ensure that
they comply with internal processes and external requirements.
A precursor to this unit is the unit 502, Theories, principles and models in
education and training. The knowledge gained from the research element
of unit 502 will prepare candidates to complete this unit and enable them
to identify good practice and review the effectiveness of their
teaching/training.
In order to achieve this unit, there is a requirement to evidence some
practice and a minimum of two hours of assessed observation of practice
that has achieved the required standard of practice. There is more
information in Section 4 of this document Observed and Assessed
Practice.
Observations and practice should run like a thread throughout the
programme and whilst the minimum number of practice hours to achieve
this unit is not specified, it is not possible to achieve this unit without
completing some hours of practice. There is no transfer of practice or
assessed observations of practice allowed in this unit.
Candidates should be encouraged to consider their own thoughts about
their delivery, any feedback they receive and information from any
research or written assignments in order to reflect on their own delivery
and how they can improve their practice.
evidence the knowledge assessment criteria and will also provide some
evidence.
34
Unit 502
Theories, principles and

models in education and
training
UAN:
A/505/0818
Level:
Credit value:
20
GLH:
60

Endorsement by a
body:

(LSIS)
Aim:

learner with knowledge and understanding
of theories, principles and models applied to
education and training. It includes
application of theories, principles and
models of learning, communication and
assessment in education and training, the
application of theories and models of
curriculum development within own area of
specialism, and the application of theories
and models of reflection and evaluation to
the evaluation of own practice.
Learning outcome
The learner will:
1. Understand the application of theories, principles and models of
learning in education and training
Assessment criteria
The learner can:
1.1 analyse theories, principles and models of learning
1.2 explain ways in which theories, principles and models of learning
can be applied to teaching, learning and assessment
1.3 analyse models of learning preferences
1.4 explain how identifying and taking into account of learners
individual learning preferences enables inclusive teaching, learning
and assessment
35
Learning outcome
The learner will:
communication in education and training
Assessment criteria
The learner can:
2.1 analyse theories, principles and models of communication
2.2 explain ways in which theories, principles and models of
communication can be applied to teaching, learning and
assessment
Learning outcome
The learner will:
assessment in education and training
Assessment criteria
The learner can:
3.1 analyse theories, principles and models of assessment
3.2 explain ways in which theories, principles and models of
assessment can be applied in assessing learning.
Learning outcome
The learner will:
4. Understand the application of theories and models of curriculum
development within own area of specialism.
Assessment criteria
The learner can:
4.1 analyse theories and models of curriculum development
4.2 explain ways in which theories and models of curriculum
development can be applied in developing curricula in own area of
specialism.
Learning outcome
The learner will:
5. Understand the application of theories and models of reflection and
evaluation to reviewing own practice
Assessment criteria
The learner can:
5.1 analyse theories and models of reflection and evaluation
5.2 explain ways in which theories and models of reflection and
evaluation can be applied to reviewing own practice.
36
Unit 502
Theories, principles and

models in education and
training
Guidance
In this unit, candidates will investigate their own skill specific area in order
to inform their knowledge to support their planning and delivery of
inclusive teaching and learning. A key feature of this unit is the
opportunity to carry out research into theories, principles and models of
learning, communication and assessment in education and training.
Another aspect of research will be into theories, principles and models of
curriculum development specifically related to the candidates subject
specialism. The findings of the research should then be applied to the
candidates own practice, and the theories of reflection and evaluation
should also be applied.
Whilst there is no specific number of observations nor any specific hours
of practice linked to this unit, both should run like a thread throughout the
delivery of the qualification.
This unit must be completed prior to the completion of unit 501
Developing teaching, learning and assessment in education and training.
This is because the findings from the research carried out in this unit will
also be evidenced in the practice element of unit 501.
evidence the assessment criteria and may also contribute to some
evidence.
37
Unit 503
Wider professional practice

and development in education
and training
UAN:
J/505/0837
Level:
Credit value:
15
GLH:
50

Endorsement by a
body:

(LSIS)
Aim:
The purpose of the unit is to provide learners

with knowledge, understanding and skills
relating to wider professional practice in
education and training.
It includes understanding professionalism
and professional values in education and
training, the policy context of education and
training, the impact of being accountable to
stakeholders and external bodies, and the
organisational context of education and
training.
It also includes understanding and
contributing to the quality improvement and
quality assurance arrangements of an
organisation.
Learning outcome
The learner will:
1. Understand professionalism and the influence of professional values
in education and training
Assessment criteria
The learner can:
1.1 define the concepts of professionalism and dual professionalism in
1.2 explain ways in which own professional values influence own
practice in an area of specialism.
38
Learning outcome
The learner will:
2. Understand the policy context of education and training
Assessment criteria
The learner can:
2.1 explain ways in which social, political and economic factors
influence education policy
2.2 analyse the impact of current educational policies on curriculum
and practice in own area of specialism.
Learning outcome
The learner will:
3. Understand the impact of accountability to stakeholders and
external bodies on education and training
Assessment criteria
The learner can:
3.1 explain the roles of stakeholders and external bodies in education
and training
3.2 explain how being accountable to stakeholders and external bodies
impacts on organisations in education and training
3.3 explain why it is important to work in partnership with employers
and other stakeholders in education and training
3.4 analyse the impact of being accountable to stakeholders and
external bodies on curriculum design, delivery and assessment in
own area of specialism.
Learning outcome
The learner will:
4. Understand the organisational context of education and training
Assessment criteria
The learner can:
4.1 explain key aspects of policies, codes of practice and guidelines of
an organisation
4.2 analyse the impact of organisational requirements and
expectations on curriculum and practice in own area of specialism.
Learning outcome
The learner will:
5. Be able to contribute to the quality improvement and quality
assurance arrangements of own organisation
Assessment criteria
The learner can:
5.1 analyse the quality improvement and quality assurance
arrangements of own organisation
5.2 explain the function of self-assessment and self- evaluation in the
quality cycle
5.3 evaluate a learning programme taking account of the quality
arrangements of own organisation
39
5.4
40
Identify areas for improvement in a learning programme taking

account of the outcomes of evaluation.
Unit 503
Wider professional practice

and development in education
and training
Guidance
In this unit, candidates will carry out research into professionalism and
professional values and consider how this impacts on their
teaching/training. A key feature of this unit is to research the policy
context of education and training and consider how this influences their
role. Candidates will also investigate their own accountability, in relation
to stakeholders, external bodies and their own organisation and how that
might impact on their role as a teacher/trainer. Another aspect of this unit
is the opportunity to contribute to quality improvement and quality
assurance within an organisation.
Whilst there is no specific number of observations nor any specific hours
of practice linked to this unit, both should run like a thread throughout the
delivery of the qualification.
evidence the assessment criteria and may also contribute to some
evidence.
41
Appendix 1
Requirements for delivering

and assessing Learning and
Development units
Quality assurance
A centre offering these qualifications must provide internal quality

assurance to ensure that assessment meets all awarding organisation
requirements and is standardised across individual assessors, assessment
locations and learners. In addition, the awarding organisation must
ensure there is a robust system of external quality assurance to ensure
quality and standardisation across centres.
Awarding organisations should apply appropriate risk-rating measures to
individual assessment centres and ensure that robust quality assurance
systems are in place to manage these risks on an individual basis.
Requirements for assessors
All those who assess these qualifications must:

already hold the qualification they are assessing (or a recognised
equivalent) and have successfully assessed learners for other
qualifications (if assessing quality assurance roles, they must have
experience as a qualified quality assurance practitioner of carrying out
internal or external quality assurance of qualifications for a minimum of
two assessors);
have up-to-date working knowledge and experience of best practice in
assessment and quality assurance;
hold one of the following qualifications or their recognised equivalent:
- Level 3 Award in Assessing Competence in the Work Environment
(QCF); or
- Level 3 Certificate in Assessing Vocational Achievement (QCF); or
- A1 Assess candidate performance using a range of methods; or
- D32 Assess candidate performance and D33 Assess candidate
using differing sources of evidence; and
show current evidence of continuing professional development in
assessment and quality assurance.
42
Requirements for internal quality assurance
All those who are involved with the quality assurance of these
qualifications internally must:
have up-to-date working knowledge and experience of best practice in
assessment and quality assurance;
hold one of the following assessor qualifications or their recognised
equivalent:
- Level3 Award in Assessing Competence in the Work Environment
(QCF); or
- Level 3 Certificate in Assessing Vocational Achievement (QCF); or
- A1 Assess candidate performance using a range of methods; or
- D32 Assess candidate performance and D33 Assess candidate
using differing sources of evidence;
hold one of the following internal quality assurance qualifications or their
recognised equivalent:
- Level4 Award in Internal Quality Assurance of Assessment
Processes and Practice (QCF); or
- Level4 Certificate in Leading the Internal Quality Assurance of
Assessment Processes and Practice (QCF); or
- V1 Conduct internal quality assurance of the assessment process;
or
- D3 Internally verify the assessment process; and
show current evidence of continuing professional development in
assessment and quality assurance.
43
44
Appendix 2
Requirements for delivering

and assessing subject
specialist units
Content to be sourced and added
45
Appendix 3
Relationships to other
qualifications
Links to other qualifications

Mapping is provided as guidance and suggests areas of commonality
between the qualifications. It does not imply that candidates completing
units in one qualification have automatically covered all of the content of
another.
Centres are responsible for checking the different requirements of all
qualifications they are delivering and ensuring that candidates meet
requirements of all units/qualifications.
Literacy, language, numeracy and ICT skills development

This qualification can develop skills that can be used in the following
qualifications:
Functional Skills (England) see
www.cityandguilds.com/functionalskills
Essential Skills (Northern Ireland) see
www.cityandguilds.com/essentialskillsni
Essential Skills Wales see www.cityandguilds.com/esw
English for literacy and language teaching (6255-01)
Mathematics for Numeracy Teaching (6255-02)
Level 5 standalone specialist diplomas 45 credits
Level 5 Diploma in Teaching English: Literacy
Level 5 Diploma in Teaching English: ESOL
Level 5 Diploma in Teaching English: Literacy and ESOL4
Level 5 Diploma in Teaching Mathematics: Numeracy
Level 5 Diploma in Teaching Disabled Learners
46
Appendix 4
Sources of general
information
The following documents contain essential information for centres

delivering City & Guilds qualifications. They should be referred to in
conjunction with this handbook. To download the documents and to find
other useful documents, go to the Centres and Training Providers
homepage on www.cityandguilds.com.
Centre Manual - Supporting Customer Excellence contains detailed
information about the processes which must be followed and
requirements which must be met for a centre to achieve approved
centre status, or to offer a particular qualification, as well as updates and
good practice exemplars for City & Guilds assessment and policy issues.
Specifically, the document includes sections on:
The centre and qualification approval process
Assessment, internal quality assurance and examination roles at the
centre
Registration and certification of candidates
Non-compliance
Complaints and appeals
Equal opportunities
Data protection
Management systems
Maintaining records
Assessment
Internal quality assurance
External quality assurance.
Our Quality Assurance Requirements encompasses all of the relevant
requirements of key regulatory documents such as:
Regulatory Arrangements for the Qualifications and Credit Framework
(2008)
SQA Awarding Body Criteria (2007)
NVQ Code of Practice (2006)
and sets out the criteria that centres should adhere to pre and post centre
and qualification approval.
Access to Assessment & Qualifications provides full details of the
arrangements that may be made to facilitate access to assessments and
qualifications for candidates who are eligible for adjustments in
assessment.
The centre homepage section of the City & Guilds website also contains
useful information such on such things as:
47
48
Walled Garden: how to register and certificate candidates on line

Qualifications and Credit Framework (QCF): general guidance
about the QCF and how qualifications will change, as well as
information on the IT systems needed and FAQs
Events: dates and information on the latest Centre events
Online assessment: how to register for e-assessments.
City & Guilds

Believe you can
Useful contacts
UK learners
General qualification
information
T: +44 (0)844 543 0033

E: learnersupport@cityandguilds.com
International learners
General qualification information
T: +44 (0)844 543 0033

F: +44 (0)20 7294 2413
E: intcg@cityandguilds.com
Centres
Exam entries, Certificates,
Registrations/enrolment, Invoices,
Missing or late exam materials,
Nominal roll reports, Results
T: +44 (0)844 543 0000

F: +44 (0)20 7294 2413
E: centresupport@cityandguilds.com
Single subject qualifications

Exam entries, Results, Certification,
Missing or late exam materials,
Incorrect exam papers, Forms
request (BB, results entry), Exam
date and time change
T: +44 (0)844 543 0000

F: +44 (0)20 7294 2413
F: +44 (0)20 7294 2404 (BB forms)
E: singlesubjects@cityandguilds.com
International awards
Results, Entries, Enrolments,
Invoices, Missing or late exam
materials, Nominal roll reports
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About City & Guilds

As the UKs leading vocational education organisation,
City & Guilds is leading the talent revolution by inspiring
people to unlock their potential and develop their skills.
We offer over 500 qualifications across 28 industries
through 8500 centres worldwide and award around two
million certificates every year. City & Guilds is recognised
and respected by employers across the world as a sign of
quality and exceptional training.
City & Guilds Group
The City & Guilds Group operates from three major hubs:
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Practice (land-based qualifications), the Centre for Skills
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Copyright
The content of this document is, unless otherwise
indicated, The City and Guilds of London Institute and
may not be copied, reproduced or distributed without
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centres and candidates studying for City & Guilds
qualifications may photocopy this document free of
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intranets on the following conditions:
centre staff may copy the material only for the

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candidates may copy the material only for their own

use when working towards a City & Guilds
qualification
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website) also apply.
Please note: National Occupational Standards are not
The City and Guilds of London Institute. Please check the
conditions upon which they may be copied with the
relevant Sector Skills Council.
Published by City & Guilds, a registered charity
established to promote education and training
City & Guilds

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QU ALIF ICAT ION H AN D B OOK

Teaching and Learning

City & Guilds number

Age group approved

Candidates should be qualified/

The qualification will be assessed by a

Consult the Walled Garden/Online

City & Guilds Level 4 Certificate in Education and Training (6502)

Title and level

City & Guilds

Level 5 Diploma in Education and

Level 5 Diploma in Education and

Level 5 Diploma in Education and

City & Guilds Level 4 Certificate in Education and Training (6502)

Teaching, learning and assessment in education and

Developing teaching, learning and assessment in

Theories, principles and models in education and

Wider professional practice and development in

Requirements for delivering and assessing Learning

Requirements for delivering and assessing subject

Relationships to other qualifications

Sources of general information

City & Guilds Level 4 Certificate in Education and Training (6502)

This document provides detailed information about the mandatory

City & Guilds Level 4 Certificate in Education and Training (6502)

For candidates who work or who want to work as

What does the

The qualification covers the knowledge and skills

The qualification is in the Qualifications and Credit

Who did we develop

The qualifications were developed with The Learning

The qualification allows candidates to progress into

City & Guilds Level 4 Certificate in Education and Training (6502)

Key features of the Level 5 Diploma in Education and Training

City & Guilds Level 4 Certificate in Education and Training (6502)

Details of the 6503 Level 5 Specialist Diplomas in teaching can be found

City & Guilds

Level 5 Diploma in Teaching

Level 5 Diploma in Teaching English:

Level 5 Diploma in Teaching English:

Level 5 Diploma in Teaching

Level 5 Diploma in Teaching English:

There is a requirement for a minimum of 100 hours teaching/training

City & Guilds Level 4 Certificate in Education and Training (6502)

Teaching, learning and

Theories, principles and 20

Develop and prepare

City & Guilds Level 4 Certificate in Education and Training (6502)

Literacy and ESOL

Literacy and the

Literacy, ESOL and the

City & Guilds Level 4 Certificate in Education and Training (6502)

Literacy theories and

ESOL and the learners

ESOL theories and

Action learning for

NB - Optional units that have special requirements for delivery are

City & Guilds Level 4 Certificate in Education and Training (6502)

City & Guilds Level 4 Certificate in Education and Training (6502)

City & Guilds Level 4 Certificate in Education and Training (6502)

Assessors and Internal Quality Assurer

Continuing professional development (CPD)

Learner entry requirements

City & Guilds Level 4 Certificate in Education and Training (6502)